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Accessibility research has grown substantially in the past few decades, yet there has been no literature review of the field. To understand current and historical trends, we created and analyzed a dataset of accessibility papers appearing at CHI and ASSETS since ASSETS’ founding in 1994. We qualitatively coded areas of focus and methodological decisions for the past 10 years (2010-2019, N=506 papers), and analyzed paper counts and keywords over the full 26 years (N=836 papers). Our findings highlight areas that have received disproportionate attention and those that are underserved—for example, over 43% of papers in the past 10 years are on accessibility for blind and low vision people. We also capture common study characteristics, such as the roles of disabled and nondisabled participants as well as sample sizes (e.g., a median of 13 for participant groups with disabilities and older adults). We close by critically reflecting on gaps in the literature and offering guidance for future work in the field. 

As HCI pedagogy research grows, so too does an emerging set of evidence-based teaching and curricular recommendations. Yet, few studies have implemented and examined these recommendations in the classroom. In this paper, we present a Research Through Design investigation of a studio-based HCI course, which was revised based on HCI education literature. Drawing on reflection surveys, video recordings of student-led user sessions, final project artifacts, and student interviews, we explore how students responded to key educational changes, the strategies that supported and hindered their reflective practices, and how reflection afforded new student insights. Our findings highlight the utility of video-based reflection exercises to support student learning in designing and running user sessions, the importance of multi-faceted reflection prompts, and how students noticed moments of inclusion and exclusion by attending to users’ non-verbal cues. Additionally, we empirically demonstrate the importance of implementing and studying HCI education research recommendations in the classroom.